Canadian medical education journal最新文献

Experienced or witnessed racism and microaggressions during medical education: an exploratory survey of medical learners at a large Canadian medical school. 医学教育中经历或目睹的种族主义和微侵犯：对加拿大一所大型医学院医学学习者的探索性调查。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/frnwb827

Samara Adler, Jérémie Boivin-Côté, Isabelle Gravel, Chaimaa Ouizzane, Samantha Bizimungu, Claude Julie Bourque, Jean Michel Leduc

{"title":"Experienced or witnessed racism and microaggressions during medical education: an exploratory survey of medical learners at a large Canadian medical school.","authors":"Samara Adler, Jérémie Boivin-Côté, Isabelle Gravel, Chaimaa Ouizzane, Samantha Bizimungu, Claude Julie Bourque, Jean Michel Leduc","doi":"10.36834/frnwb827","DOIUrl":"https://doi.org/10.36834/frnwb827","url":null,"abstract":"Background: As institutions strive to incorporate Equity, Diversity, Inclusion, Indigeneity, and Accessibility (EDIIA) principles into their policies and curricula, various forms of discrimination persist within the medical education system. The objective of this study was to understand learner experiences related to racism, discrimination and microaggressions in a large Canadian medical school to ultimately inform future efforts to address issues identified.Methods: This survey-based study was distributed to all current medical students and residents at a large Canadian University. Questions focused on lived and witnessed experiences of microaggressions, discrimination or racism during medical education. We computed descriptive statistics and risk ratios for experienced or witnessed events.Results: The survey response rate was 12.4% (321/2579), with 26% of participants self-identifying as Black, Indigenous or People of Color (BIPOC). During medical education, 30% of respondents reported experiencing racism or microaggressions, while 51% reported witnessing these events. Attending physicians (31%) and patients/families (22%) were most likely to be identified as responsible. Common proposed solutions by respondents included: anonymous reporting systems, dedicated counsellors from BIPOC groups, education of healthcare professionals on microaggressions and discrimination and increased peer/faculty support.Conclusions: Among participants, this study described a high rate of witnessed or experienced racism or microaggressions during medical education, leading to local interventions to improve the psychological safety of learners.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"5-15"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111184/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seven ways to get a grip on using participant observation in medical education research. 掌握在医学教育研究中使用参与式观察的七种方法。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/ktg4y184

Kaylee Eady, Katherine A Moreau

{"title":"Seven ways to get a grip on using participant observation in medical education research.","authors":"Kaylee Eady, Katherine A Moreau","doi":"10.36834/ktg4y184","DOIUrl":"https://doi.org/10.36834/ktg4y184","url":null,"abstract":"Medical education phenomena are complex, and researchers need to use diverse methods to explore topics. Participant observation is a qualitative research method that connects researchers to human interactions, allowing them to experience firsthand behaviours, conversations, characteristics, and qualities related to the phenomenon under study. It can provide unique insights, beyond those of participant narratives, and enhance understanding. However, this method is rarely used in medical education research; it is challenging and resource-intensive to implement, which likely discourages researchers from using it. To help researchers get a grip on using it in medical education research, we offer seven recommendations for planning participant observation: Determine the study setting(s), Identify key interest-holders and establish relationships, Determine the researcher-participant relationship to be established, Take steps to minimize reactivity to research, Use knowledge to guide data collection procedures, Use knowledge to inform instrument development, and Anticipate possible dilemmas and be mindful of unanticipated ones. We urge researchers to consider participant observation when appropriate to advance methods in medical education research.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"45-50"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111177/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Let's talk about change as the only constant in life and science: parlons de changements. 让我们来谈谈生活和科学中唯一不变的变化：变化。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/cmej.83537

Christina St-Onge

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As the lipstick rubs off: an autoethnography of impression management in a medical education conference. 当口红擦去：医学教育会议上关于印象管理的自我民族学。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/hprhrb83

Beatrice Tb Preti

引用次数: 0

Learning patient collaboration: how do primary care doctors learn to empower patients in decision-making? 学习患者协作：初级保健医生如何学习赋予患者决策权力？

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/8qh4je75

Terkuma Chia, Tracie Barnett, Roland Grad, Peter Nugus

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Equity, Diversity, and Inclusion in admissions: a critical qualitative inquiry on faculty leaders' perspectives on barriers and facilitators at a Canadian health sciences institution. 招生中的公平、多样性和包容性：对加拿大卫生科学机构教师领导对障碍和促进因素的看法的关键定性调查。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/b2f1r897

Jiale Xie, Helen Ge Smith, Nicole Hajjar, Rylan Egan

{"title":"Equity, Diversity, and Inclusion in admissions: a critical qualitative inquiry on faculty leaders' perspectives on barriers and facilitators at a Canadian health sciences institution.","authors":"Jiale Xie, Helen Ge Smith, Nicole Hajjar, Rylan Egan","doi":"10.36834/b2f1r897","DOIUrl":"https://doi.org/10.36834/b2f1r897","url":null,"abstract":"Background: There is an ongoing need for Equity, Diversity, and Inclusion (EDI)-focused admission reform in Canadian health sciences programs. Extensive literature on critical race Theory (CRT) and Postcolonial Theory (PCT) have provided frameworks to understand and challenge existing inequities. However, there is a lack of research regarding specific challenges and dynamics involved in the application of CRT and PCT to admissions in health professions education.Methods: This study investigates systemic factors influencing EDI-focused admission reform through the perceptions of Canadian health sciences faculty leaders. Using a critical constructivist lens informed by CRT and PCT, we conducted semi-structured interviews with six leaders and applied critical thematic analysis, which uses theories of racism, coloniality, and power, to interpretate participants' views and institutional discourses.Results: Participants acknowledged bias in traditional admission metrics (e.g., GPA, MCAT) but continued to prefer them over equity-based alternatives, perceiving the former as better indicators of curricular and professional success. Admission reform was perceived to be a resource-intensive add-on that was difficult to prioritize. Broader societal and institutional forces, such as accreditation, peer institutions, and leadership discourses shaped support for equity initiatives.Conclusion: We conclude that the concurrent reliance on traditional measures of merit in admissions, curriculum, and practice reinforces the cultural currency of those colonial measures. Admission reform efforts should be accompanied by parallel initiatives across other academic domains and appropriate funding and regulatory support to break the self-fulfilling cycle of bias and inequity.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"16-25"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Medical student attitudes and perceptions of Point of Care Ultrasound curriculum and assessment methods: a multisite survey. 医学生对护理点超声课程和评估方法的态度和看法：一项多地点调查。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/8qk80v60

Austin Solak, Jacky Lee, Gillian Sheppard, Paul Olszynski, Warren Cheung, Paul Pageau

引用次数: 0

Connecting in clerkship: reflections on community, geography, and growing a new profession. 联系办事员：对社区、地理和发展新职业的反思。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/cmej.82181

Julia Press, Rebecca Haworth

引用次数: 0

How are we preparing doctors for their roles as patient educators? Exploring undergraduate and postgraduate curricula in Canadian medical schools. 我们如何让医生为他们作为病人教育者的角色做好准备？探索加拿大医学院的本科和研究生课程。

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/1apdj576

Alexandra Cohen, Carlos Gomez-Garibello, Yvonne Steinert

{"title":"How are we preparing doctors for their roles as patient educators? Exploring undergraduate and postgraduate curricula in Canadian medical schools.","authors":"Alexandra Cohen, Carlos Gomez-Garibello, Yvonne Steinert","doi":"10.36834/1apdj576","DOIUrl":"https://doi.org/10.36834/1apdj576","url":null,"abstract":"Background: Although patient education (PE) has been identified as an important strategy to support patients with low health literacy, medical trainees report feeling ill-prepared for this responsibility. Our goal was to explore how PE training is incorporated centrally into undergraduate (UGME) and postgraduate (PGME) education across Canada, with the aim of proposing a PE curriculum.Methods: We circulated a web-based survey to all Canadian UGME and PGME Associate Deans, subsequently expanding the scope of our investigation by surveying Family Medicine and Pediatrics program directors. Data analysis involved a combination of frequency calculations and conventional qualitative content analysis.Results: According to survey respondents, PE was taught centrally in 72% of UGME curricula, 25% of PGME curricula, and 25% and 82% of Pediatrics and Family Medicine programs respectively. PE was predominantly incorporated into communication skills curricula, and role modeling was the most common teaching modality. Barriers included lack of time and low curricular priority; facilitators included embedding PE into communication skills training and use of patient partners and standardized patients.Conclusions: PE has not been uniformly implemented in a centralized manner across Canadian UGME and PGME curricula. Based on our survey data and the relevant literature, we propose a sample longitudinal curriculum spanning UGME and PGME and recommend that PE be explicitly framed as a communication skill.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"33-44"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Five ways to get a grip on embedding Equity, Diversity, Inclusion and Accessibility into survey design for non-equity related health professions education research topics. 将公平性、多样性、包容性和可及性纳入与非公平性相关的卫生专业教育研究课题调查设计的五种方法

Canadian medical education journal Pub Date : 2026-03-01 DOI: 10.36834/cmej.80885

Mujeedat Lekuti, Eleftheria Laios, Wiley Chung

{"title":"Five ways to get a grip on embedding Equity, Diversity, Inclusion and Accessibility into survey design for non-equity related health professions education research topics.","authors":"Mujeedat Lekuti, Eleftheria Laios, Wiley Chung","doi":"10.36834/cmej.80885","DOIUrl":"https://doi.org/10.36834/cmej.80885","url":null,"abstract":"Health professions education research must integrate Equity, Diversity, Inclusion, and Accessibility (EDIA) principles to ensure meaningful and impactful initiatives. Embedding these principles into research methods from the outset helps maintain the integrity of the research and ensures its outcomes align with EDIA values. Recognizing the limited guidance on incorporating EDIA principles into non-equity-related HPE survey methodology, we developed guidelines to address this gap. This led to the creation of 'Five Ways to Get a Grip on Embedding EDIA into Survey Design for non-equity related Health Professions Education Research,' which includes guidelines for integrating (1) diverse sources of knowledge, (2) usability, (3) context sensitivity, (4) bidirectionality, and (5) accessibility. Applying these guidelines can help make surveys inclusive and respondent-centered, providing a strong foundation for enhancing survey design and embedding EDIA principles within health professions education research.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 1","pages":"51-55"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0